Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner.Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging.
This approach draws on the theory of Flemming and Mills, Visual, Audio, Read and Kinaesthetic (VARK) to ensure use of sensory modes for accessing content and development of conceptual understanding. The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded from www.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
Learners will be assessed on their ability to use technological tools to:
Explore and investigate a simulated model of natural selection of an organism in different environments
Navigate through the simulation procedures to complete activities
Assessment is formative and reflective Assessment activities must be done on the link below
1: Topic: Natural Selection
Lesson outcomes
You must be able to:
Instructions
Do activities in the link below:
http://phet.colorado.edu/en/simulation/natural-selection
http://glencoe.mheducation.com/sites/dl/free/0078802849/383939/BL_12.html
Activities
Natural Selection
Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner.Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging.
This approach draws on the theory of Flemming and Mills, Visual, Audio, Read and Kinaesthetic (VARK) to ensure use of sensory modes for accessing content and development of conceptual understanding. The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded from www.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Resources
Internet
Laptop or Desktop Computer
Smart phone/ Tablet/ cellphone
Assistive devices
Cause and effect software
Text to speech device
http://glencoe.mheducation.com/sites/dl/free/0078802849/383939/BL_12.html
http://phet.colorado.edu/en/simulation/natural-selection
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
Learners will be assessed on their ability to use technological tools to:
Assessment is formative and reflective
Assessment activities must be done on the link below
http://glencoe.mheducation.com/sites/dl/free/0078802849/383939/BL_12.html